Courses Taught:
Psychology of Language; Reading and Reading Development; Developmental Psychology; Topics in Psycholinguistics; Psychology of Language
Research Interests:
Professor Treiman conducts research on language and language development. Her major focus is on the development of reading and spelling skills in children. One line of research examines children’s spelling errors and the reasons behind these errors. Other research looks at the linguistic skills and knowledge that children bring to the learning of literacy, including phonological awareness and knowledge about letters. These studies include typically developing children, children with dyslexia, deaf children, and those learning to read and write in English as well as those who speak other languages. Other lines of research look at the processes involved in single-word reading and spelling in adults and the nature of spelling-sound relationships in English and other languages.
Selected Publications:
Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27–42.
Treiman, R. (2006). Knowledge about letters as a foundation for reading and spelling. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ: Erlbaum.
Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98, 642–652.
Treiman, R., Kessler, B., & Pollo, T. C. (2006). Learning about the letter name subset of the vocabulary: Evidence from U.S. and Brazilian preschoolers. Applied Psycholinguistics, 27, 211–227.
Treiman, R., Kessler, B., Zevin, J., Bick, S., & Davis, M. (2006). Influence of consonantal context on the reading of vowels: Evidence from children. Journal of Experimental Child Psychology, 93, 1–24. |
